Adaptive READS improved student fall reading comprehension overall, but the effect was concentrated among students whose teachers had prior READS experience¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Adaptive READS had a significant main effect on students' fall reading comprehension posttest compared to Core READS. → Quinn and Kim 2017 q3 i? The Adaptive effects were statistically different for students whose teachers did and did not have READS experience (interaction in Column 4). → Quinn and Kim 2017 (2)

Evidence¶

Quinn and Kim 2017¶

David M. Quinn, James S. Kim. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal. https://doi.org/10.3102/0002831217717692

q3 · i? · causal · r2

OLS models of fall 2015 ITBS Level 10 Form C reading comprehension (KR-20 above .93), standardized to mean 0 and SD 1 so coefficients are effect sizes, with a spring 2014 pretest covariate and school-clustered standard errors in the 27-school trial.

"As reported elsewhere (Kim et al., 2017), Adaptive READS had a significant main effect on students' fall reading comprehension posttest compared to Core READS (Column 1)."

Quinn and Kim 2017 (2)¶

David M. Quinn, James S. Kim. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal. https://doi.org/10.3102/0002831217717692

q3 · i? · causal · r2

Interaction model (Table 5, Column 4) testing the scaffolded hypothesis for student reading comprehension in the same trial; the Adaptive × teacher READS experience interaction was statistically significant, consistent with the teacher-outcome interactions.

"Furthermore, as indicated in Column 4 through the interaction between adaptive and teacher READS experience, the Adaptive effects were statistically different for students whose teachers did and did not have READS experience."

Discussion¶

Related Claims¶

• Adaptive READS showed no significant main effect on teachers' literacy-related learning or on their READS-related classroom literacy practices — related
• The effect of Adaptive READS versus Core READS on teachers' intervention-related literacy learning depends on teachers' prior experience with Core READS, supporting the scaffolded hypothesis — related